@article{article_373324, title={Factors Associated with Prospective Teachers’ Achievement in Quadrilateral Definitions: An Exploration of Background Characteristics}, journal={Çukurova Üniversitesi Eğitim Fakültesi Dergisi}, volume={47}, pages={566–600}, year={2018}, DOI={10.14812/cuefd.373324}, author={Avcu, Ramazan}, keywords={special quadrilaterals,background variables,prospective teachers}, abstract={<p class="MsoNormal" style="margin-bottom:6pt;text-align:justify;line-height:normal;"> <span lang="en-us" style="font-size:10pt;font-family:Calibri, sans-serif;" xml:lang="en-us">This study investigated the relationships
among prospective middle school mathematics teachers’ background variables and
their achievement in defining special quadrilaterals. The participants of the
study were 184 prospective teachers (49 males and 135 females) from four intact
classes (38 freshmen, 50 sophomores, 49 juniors, and 47 seniors). The special
quadrilaterals test, the Utley geometry attitude questionnaire, and the
background characteristics questionnaire were used to gather data. The results showed
that participants had low level of achievement in defining special
quadrilaterals. No significant difference was found in their achievement with
respect to gender, enrolment in an elective geometry course, and enrolment in a
teaching practicum course. On the other hand, their achievement scores
differentiated significantly in terms of their year levels. The multiple
regression correlation results showed that prospective teachers’ geometry
course scores were a significant predictor of their achievement, while CGPAs
and geometry attitude scores were not. </span> </p> <p> </p>}, number={2}, publisher={Cukurova University}